Background: Massive Open Online Courses (MOOCs) are a teaching format with universal access and the potential and viability to be implemented by health professionals. Despite their proven success in providing high-quality continuing education, usage and offerings of this technology are still scarce in Brazil. Materials and Methods: This article describes the development of an online-based education strategy (MOOC) on the topic of health policies aimed at the Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI+) population and analyzes its performance and reach after 6 months. Results: This introductory MOOC course on LGBTI+ health included an assortment of multimedia material and consisted of 30 h of autonomous learning activities divided into two modules, with problem-based evaluation strategies. During its 6-month promotion period, the course had a total of 3,000 people enrolled with a completion rate of *20%. Conclusions: Results point to a high interest in LGBTI+ health and high demand for training on this topic among health professionals. This was the first course of its kind administered in Brazil. The MOOC format was successful and reliable in enabling the teaching-learning process.
RESUMO:As tecnologias educacionais digitais colaboram com a simulação de situações práticas no ensino de Enfermagem, como estratégia que procura garantir a segurança do paciente possibilitando a antecipação da realização destes procedimentos em laboratório de ensino ou como fonte de consulta em casos de dúvidas. Este relato tem como objetivo descrever as características e a metodologia de desenvolvimento do material digital, no formato de vídeo, intitulado punção venosa periférica com cateter. A produção do mesmo contou com uma equipe multiprofissional. As etapas observadas na produção do material digital foram definição dos objetivos instrucionais e o público alvo; a determinação do formato, do orçamento e do cronograma; a seleção do conteúdo; o desenvolvimento das estratégias para avaliar o vídeo e a sua efetividade educacional; o desenvolvimento do roteiro ou storyboard; o desenvolvimento do protótipo e a avaliação do produto e do processo. A produção de vídeos educacionais constitui-se em importante material digital de apoio á aprendizagem e a possibilidade de integrar uma equipe de especialistas na sua elaboração qualifica o processo. PALAVRAS-CHAVES:
Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of online education and hybrid education, including MOOCs. This study aimed to translate and validate the Community of Inquiry Survey instrument (Arbaugh et al., 2008) into Brazilian Portuguese, and used a two-stage methodological design for translating and validating a questionnaire. In the first stage, we carried out translation, back-translation, and cross-cultural adaptation. We translated the 34 items while maintaining the survey’s original format. In the expert evaluation phase, all items were considered understandable and essential for inclusion in the Brazilian Portuguese version of the CoI instrument. In the second stage, a prospective cross-sectional study was conducted to validate the questionnaire, and data was collected from participants completing the Nursing Assessment MOOC available on the Lúmina platform. A total of 690 responses were gathered. The resulting instrument produced excellent results, and the three presences achieved high reliability indexes, clearly indicating their adequacy. Furthermore, this study proved the validation of the CoI instrument, maintaining the three-factor structure previously reported in the literature corresponding to the three presences: teaching, social, and cognitive presence. We recommend further studies to evaluate the need for excluding or altering cognitive presence items.
RESUMOObjetivo: apresentar o modelo Community of Inquiry (CoI) como referencial possível na orientação e avaliação de ações desenvolvidas em ambiente virtual, seja na modalidade a distância ou semipresencial, no ensino de Enfermagem em diferentes contextos. Método: estudo de reflexão teórica com a descrição do CoI e de relatos no ensino superior em Enfermagem. Resultados: nesse modelo são propostos três elementos centraisa presença social, a presença cognitiva e a presença de ensino -que dão sustentabilidade à aprendizagem construtivista colaborativa em ambiente virtual. Também conta com um instrumento que avalia em 34 questões essas três presenças. O CoI já tem sido utilizado no planejamento e na avaliação de atividades no ensino superior em Enfermagem que utilizam as modalidades a distância e presencial integradas. Conclusão: o modelo dispõe de uma avaliação ampliada das ações de ensino, nas quais o presencial e a distância se agregam, qualificando essas modalidades de ensino. Da mesma forma, as presenças de ensino, social e cognitiva privilegiam o trabalho interacionista e colaborativo, destacando ações fundamentais da formação em Enfermagem. Palavras-chave: Educação em Enfermagem; Aprendizagem; Educação a Distância. ABSTR ACT Objective: to present the Community of Inquiry (CoI) model as a possible reference in the guidance and evaluation of actions developed in a virtual
As a proposal for a methodological strategy for teaching and learning chemical transformations in science or chemistry classes, this paper presents the learning object Pensaqui. It was developed through joint work between teachers and students at the IFRSCanoas and UFRGS(both located in Southern Brazil), integrating the areas of Chemistry and Design. In a recreational and contextualized fashion, Pensaqui proposes students to expose their ideas on two problem situations through the use of different levels of representation (macroscopic, symbolic and submicroscopic). The pedagogical aim proposed is to help students to be aware of their individual theories, differentiating them from the scientifically correct theories, where the understanding of matter as something discontinuous and the conservation of nonobservable properties are essential core concepts for the understanding of chemical transformations
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